Indonesian EFL Textbook Analysis (original) (raw)
Related papers
Infusing moral content into primary school English textbooks: A critical discourse analysis
Indonesian Journal of Applied Linguistics, 2020
Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. ...
2021
This study aims to investigate the depiction of moral values embedded in one ELT textbook specifically for XII grade senior high school endorsed by Indonesian Ministry of Educational and Culture. The authors use Critical Discourse Analysis (CDA) studies enlightened by Halliday’s (1978) Systemic Functional Linguistics (SFL) as data analysis. Since moral/character building becomes one of the priority programs prioritized by President Joko Widodo (Kemdikbud, 2017). Therefore, ELT textbooks must be in accordance with the program implied in the curricula. This critical discourse analysis focuses on analyzing visual objects and written texts adopting Kress and van Leuween’s (2006) visual grammar theory and Martin and white’s (2005) language appraisal theory to elaborate the moral values embedded with distinct genres in the textbook. The result shows that both visual and written texts with many genres in the textbook portraying a multitude of moral values. Thus, the implication of this stu...
Dinamika Ilmu
The social semiotic analysis in this study aims to (1) reveal what multicultural values are found in ELT textbooks for ninth-grade learners, (2) explain how the texts and the images in the analyzed textbooks present multicultural values, and (3) uncover how social semiotics dimensions can decode multicultural values. This study finds that among four multicultural values discovered in the textbooks, responsibility to the world community has the most frequent appearance while respect for human dignity and universal human rights has the least frequent appearance. Those values are presented denotatively and connotatively through texts, images, and texts-images. Based on the findings, textbook authors are recommended to include more content and add learning activities that facilitate discussions and reflections on multiculturalism. In addition, this research suggests that English teachers who use these textbooks add learning activities that enable students to discuss multicultural values...
Critical Discourse Analysis of Moral Values in EFL Textbook for Senior High School
Al-Lisan
This study aims to determine the description of the moral values contained in the English textbook for class XI Senior High School, which the Ministry of Education and Culture of the Republic of Indonesia approved. The present study uses Critical Discourse Analysis (CDA) with a qualitative design method. This study uses critical discourse analysis to determine the moral values in visual and verbal texts. The study found the English textbook contains moral values in behaving in the surrounding environment, both in individual and in groups. Another thing is that most of what is listed in this English textbook contains moral values such as a sense of responsibility for oneself and others. The other findings, a sense of concern for the surrounding environment and concern for others, are described from visual and verbal texts. Thus, the moral values found in this textbook need to be known by teachers and students so that they can think more critically and read about understanding moral v...
2019
Language instruction performs its strategic substance when it is used as a medium of teaching students communicative domain of the language as well as moral values. In teaching communication domain, language instruction is closely related to the rational domain of language. Meanwhile, its emotional domain is related to moral values represented in literary works. The use of both rational and emotional domains of language in language instructional practices is expected to give valuable contribution in creating a balance of students’ mental development. Hence, this study discusses the practice of English instruction conducted in senior high school focussing on the question of whether it serves the integration of linguistic and literary domain of the language and factors leading to that. The method used was the qualitative-naturalistic by analyzing the available textbooks. The study reveals that: 1) the practice of English language instruction conducted in senior high schools, seen from...
English Learning Innovation, 2022
While the inclusion of Genre-Based Approach (GBA) as language pedagogy globally has received extensive attention in recent years, research on evaluating ELT textbooks focusing on the register representation remains relatively scarce. Drawing on the framework of social semiotic text analysis as the functional variety of language and register theory: field, mode and tenor, the present study aimed to explore Indonesian Ministry of Education and Culture-endorsed secondary school English textbook from the perspective of textbooks as “a resource for making meanings— language as a social semiotic.” The findings revealed that language textbooks should be viewed as sociocultural artifacts that feature register or the context of situation representation. This article examines the research question in what ways register variables are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various genres and discursive resources. This critical analysis reveals that verbal texts with different genres in the textbook represent a myriad of contexts of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in analyzing and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a socio-semiotic agent, for instance. Keywords: English textbook, genre-based approach, socio-semiotic analysis, systemic functional linguistics
Discourse: Studies in the Cultural Politics of Education , 2019
This paper investigates the representation of social values and their ontogenetic development in English as a foreign language textbooks in Hong Kong. Adopting a social semiotic approach, it considers social values in textbooks as semantic categories which are constructed by complex semiotic discursive resources, and develops an explicit framework to model what values are selected and how the values are constructed. Analysis of 19 textbooks from Primary 1 to Secondary 4–6 shows that the social values change from the personal domain (e.g. good hygiene and healthy lifestyle), through the interpersonal domain (e.g. politeness and respect), to the altruistic concern for all mankind. The result also suggests that the textbooks are more concerned with the didactic education of good citizens than with cultivating children’s critical thinking. The analytical framework and the findings can be used for the explicit instruction and critical analysis of social values in English language teaching.
LLT Journal: a Journal on Language and Language Teaching, 2023
This is a multimodal critical discourse analysis of three Indonesian English language teaching textbooks. The study focused on the representation of the visuals on the cover to describe English as an International Language paradigm in Indonesia. This study was a qualitative study where the data were presented in the form of a narrative story. The researcher also employed themes to answer the research questions. The result showed that the orientation of English language teaching in Indonesia was native-centeredness where correctness was the focus of the process. Meanwhile, the practice would not prepare the student to have crosscultural communication where English was used as the Lingua Franca. The result was likely to be in accordance with the latest study on Indonesian teachers' perspective of the EIL paradigm which showed reluctance.
International Journal of Language Education
The textbook "Sahabatku Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series “My Indonesian Friends”. The data is in the form of written verbal units conta...